The goals of this exploratory study were to: (a) compare counselor educators’ ideal ratings of importance with their perceptions of the institutions’ importance ratings on tasks related to scholarship, teaching, service, and supervision and (b) expand the understanding of the importance that counselor education faculty members assign to those same tasks. Group differences based on characteristics of gender, ethnicity, tenure status, program type, type of institution, and type of college or university in ideal importance ratings for scholarship, teaching, service and supervision tasks were also examined in this study. Participants in this study were counselor education faculty members working in CACREP-accredited counseling graduate programs (N=169). All participants completed the Counselor Education Task Importance Instrument (CETII) that was designed for this study to assess participant's ideal and perceived institutional importance of tasks related to scholarship, teaching, service, and supervision. Paired ttests on all CETII items resulted in statistically significant differences between participants’ ideal importance ratings and their perceived institutional importance ratings in scholarship, teaching, service, and supervision tasks. Multivariate analyses of variance (MANOVA) resulted in statistically significant differences for participants’ ideal importance ratings for variables gender, type of program, type of institution, and type of college or university. Results for the MANOVA demonstrated nonsignificant statistical differences between ideal ratings for variations in the ethnicity and tenure status of participants. Faculty members in counselor education can use the findings from this study to establish priorities for their work in higher education and advocate for a professional counseling identity that is distinct from other disciplines in the social sciences. Administrators in higher education who have responsibility for establishing and maintaining tenure and promotion criteria for counselor education can utilize the same findings to create benchmarks that encourage equity for the advancement of counseling faculty members. Results from comparing ideal and perceived institutional importance ratings suggest that counselor educators have conflicting priorities for their professional counseling and their academic careers. Future research can compare actual institutional ratings to participants' ideal and perceived institutional ratings on the CETII in order to clarify counselor educators' multiple identities as practitioner, researcher, and educator.

The purpose of this qualitative case study was to describe the evaluation of university-community engagement scholarship through the college level promotion and tenure process at Southeastern University and to determine the value of faculty engagement as scholarship through that process. This study also examined useful criteria for judging such scholarship. In designing this study, three research methods were employed. Those methods were (a) interviews with faculty and department heads within the College of Education, and other university administrators at Southeastern University; (b) a review of university documents germane to the promotion and tenure process; and (c) an examination of dossier comment forms about a fictional dossier. Data were transcribed, coded, and categorized using content analysis. A role-ordered matrix was designed to display the perceptions and attitudes of the participants interviewed regarding the evaluation of engagement scholarship within the College of Education at Southeastern University. A conceptually clustered matrix was used to display empirical data that related by theme. A case dynamics matrix was used as an attempt to link consequential processes. An event network was helpful in displaying relationships among the respondents regarding the promotion and tenure process. This network depicted the people within that process and the flow of major communication that affects the promotion and tenure process. This study resulted in a model of engagement scholarship and a model for promoting engagement within a university setting. Findings from this study included a list of criteria offered by the resondents that paralleled those proposed by Glassick et al (1997). Perceived values of engagement scholarship were mixed and depended on whether such scholarship produced publications, grants, and contracts. This study might be useful for persons being evaluated for university-community engagement scholarship and for those evaluating university-community engagement scholarship in university setting. / Ph. D.

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ABSTRACT College and university mission statements commonly declare contributions for the public good and the development of engaged and responsible citizens as central to their institution's work. Yet, a different narrative is often revealed when rhetoric meets reality in the promotion and tenure policies for faculty. Since Ernest Boyer's seminal work Scholarship Reconsidered (1990) called for an expansion of the way we think about and reward scholarship in academia, a preponderance of studies have considered the degree to which community engagement and public scholarship has been integrated into higher education faculty reward policies. Such research has helped chart the progress that has been made in this area over the past twenty-five years. Many past studies have focused on land-grant and public research universities, both of which have specific mandates informing their institutional missions. Fewer studies look specifically at private or faith-based institutions. This study specifically considers how Catholic higher education is addressing the challenge of recognizing and rewarding community-engagement in its faculty policies. The overarching research question guiding this study asks: To what extent is institutional mission operational in faculty recruitment, reappointment, promotion, and tenure policies at Catholic colleges and universities designated with the Carnegie Foundation's Community Engagement classification? The study employs a qualitative, content analysis of the mission statements and recruitment, reappointment, promotion, and tenure policies of 31 Catholic colleges and universities. The institutions in this target cohort are members of the Association of Catholic Colleges & Universities (ACCU) that received the nationally recognized Carnegie Community Engagement classification in 2015. These two affiliations suggest that each institution in the cohort has a distinct Catholic identity and demonstrates a high commitment to community engagement. I first explore how these 31 Catholic institutions articulate their mission, values, and identity. Next, I evaluate their recruitment, reappointment, tenure, and promotion policies. Through a comparison of the findings, I determine the extent to which these Catholic institutions align their faculty reward policies with their faith-based foundations and espoused missions through a commitment to community engaged teaching and scholarship. Further, through a cross-case analysis, I reveal policy exemplars from Catholic colleges and universities that can inform institutions interested in strengthening the alignment between their Catholic mission/identity and faculty roles and rewards.

Higher education literature, has several contributions that pertain to mentoring styles in academia, female faculty, gender and leadership, and recruitment and retention of women and minorities in academia. However, specific references that lend voice to the experiences of female counselor educators in the context of their career paths and patterns are scant(Hill, Leinbaugh, Bradley,& Hazler, 2005). This qualitative investigation explored the socialization process of 8 female leaders in counselor education from throughout the United States utilizing grounded theory methods. The primary theme of socialization was organized into three main categories, (a) childhood socialization, (b) anticipatory socialization (Van Mannen, 1976), and (c) organizational socialization (Van Mannen, 1976). Leaders' socialization experiences highlighted sub-themes of balancing work and family, satisfaction level of professional obligations and inequalities. The inequalities highlighted participants' experiences of exclusion in departments with counselor education and counseling psychology programs, as well as gender and race discrimination around issues such as salary, tenure and promotion. The results from this investigation provided a theoretical framework of the interrelated influences of their socialization process from childhood across the span of their careers to full professor and department chairs. Implications and recommendations for female doctoral students, counselor educators, professional development in higher education, mentoring relationships, supervision and leadership development are included.

This item contains the agenda, minutes, and attachments for the Faculty Senate meeting on this date. There may be additional materials from the meeting available at the Faculty Center.

This item contains the agenda, minutes, and attachments for the Faculty Senate meeting on this date. There may be additional materials from the meeting available at the Faculty Center.

This item contains the agenda, minutes, and attachments for the Faculty Senate meeting on this date. There may be additional materials from the meeting available at the Faculty Center.

This item contains the agenda, minutes, and attachments for the Faculty Senate meeting on this date. There may be additional materials from the meeting available at the Faculty Center.

This item contains the agenda, minutes, and attachments for the Faculty Senate meeting on this date. There may be additional materials from the meeting available at the Faculty Center.